Relevant bibliographies by topics / Learning organisations

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Learning organisations'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 January 2023

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Journal articles on the topic "Learning organisations"

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GÖKSEL, Asuman. "Erasmus+ Vasıtasıyla Öğrenen Örgütü Teşvik Etmek: Türkiye’de Gençlik Kuruluşları." Gençlik Araştırmaları Dergisi 10, no. 27 (August 31, 2022): 15–38. http://dx.doi.org/10.52528/genclikarastirmalari.982763.

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Turkey’s full participation in the European Union’s Education and Youth Programmes (i.e., Erasmus+Programme) since 2004 has been one of the ongoing components of Turkey–EU relations. As indicated bythe Director of the National Agency of Turkey in 2021, the programme has supported 700,000 participantsfrom Turkey in 36,000 projects over the course of 17 years. Youth organisations taking part in the learningmobility opportunities of the youth component of the Erasmus+ programme are just one of the programme’smany beneficiaries.In an effort to perform a theoretical analysis of the effects of Erasmus+ on youth organisations in Turkey,this article suggests that owing to their contextual characteristics, youth organisations have the potential totransform into learning organisation stimulated by their involvement in Erasmus+ youth projects. To answerhow Erasmus+ may act as a trigger for this, qualitative data were collected from fifteen youth organisationsfrom Turkey active in the programme and analysed around four components of the integrated model onlearning organisation developed by Örtenblad (2004) (i.e., organisational learning, learning at work, learningclimate and learning structure). The findings suggest that three major factors, namely organisationalconsciousness on learning, participatory mechanisms in the organisation and team-based working structures,are mutually reinforcing characteristics able to help youth organisations transform into learning organisationthrough participation in Erasmus+/YiA training and support activities.
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Clifton, Louise, and Paul Gentle. "The genie in the learning organisation? The experience of using multi-level action learning at the Leadership Foundation." International Journal of Public Leadership 11, no. 2 (May 11, 2015): 66–76. http://dx.doi.org/10.1108/ijpl-01-2015-0004.

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Purpose – The purpose of this paper is to examine the working practices and outcomes of an action research project in a specialist organisation engaged in the field of leadership development. The intention of the project was to enable the company involved to become a stronger learning organisation at a time when it was developing a future strategy. Design/methodology/approach – The paper uses a case study approach to describe and analyse a three-stage process involving the use of a focus group, organisational climate survey and voluntary action learning sets. Interviews with participants are analysed thematically in order to assess the impact of the action research project on the organisation’s culture. Findings – Participation by the majority of the Leadership Foundation’s staff in action learning and related opportunities for feedback within the organisation helped move its culture towards wider participation in strategy development and a whole organisation approach to working. Other organisations wishing to build collaborative working cultures can learn from the implications of the project, particularly those concerning the need to attend to the intended outcomes of action learning and the role of skilled, critical facilitators in action learning processes. Originality/value – The paper is innovative in that it explores practitioner-led action research work in a setting of leadership and organisational development. It will interest leaders and managers who seek to build learning organisations, as well as organisational developers with an interest in enhancing the impact of action learning.
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Garnett, Jonathan, Selva Abraham, and Param Abraham. "Using work-based and work-applied learning to enhance the intellectual capital of organisations." Journal of Work-Applied Management 8, no. 1 (March 1, 2016): 56–64. http://dx.doi.org/10.1108/jwam-08-2016-0013.

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Purpose The purpose of this paper is to show how work-based and work-applied learning (WAL) can enhance the intellectual capital of organisations. Design/methodology/approach The paper draws organisational learning- and work-based learning literature and case study illustrations. Findings To achieve major strategic change in organisations requires working at senior level within the organisation to develop the capability of the organisation to learn and apply that learning strategically. WAL is explicitly geared to bring about change and enhance the learning capability within the organisation. Research limitations/implications There is a need for further longitudinal studies of organisations that have used the work-based and WAL approaches. Practical implications The conclusions reached have implications for higher education and non-award bearing executive education. Social implications The alignment of individual learning with organisational objectives positions learning as a co-operative part of working life rather than just individual preparation for employment. Originality/value The paper positions work-based learning and WAL as appropriate responses to the learning needs of organisations as well as individuals.
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Knutsson, Hans, and Anna Thomasson. "Exploring organisational hybridity from a learning perspective." Qualitative Research in Accounting & Management 14, no. 4 (October 9, 2017): 430–47. http://dx.doi.org/10.1108/qram-04-2016-0030.

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Purpose The purpose of this paper is to explore if the application of a framework building on organisational learning focusing on organisational processes can increase our understanding of how hybrid organisation develops over time and why they fail to live up to external expectations. Design/methodology/approach The aim of this study is descriptive and explorative. It is accordingly designed as a qualitatively oriented case study. To capture the process of forming and developing hybrid organisations, the study takes a longitudinal approach. The case chosen for the study is a municipally owned company in Sweden providing waste management services. The study revolves around empirical data gathered in official documents and in face-to-face interviews. All the data concern the time span between 2004 and 2016. Findings The analysis of the case studied provides us with insights into how hybridity manifests itself in mind-set and processes. There is a need for individuals within and around the organisation to be aware of and accept new goals and strategies to change their behaviour accordingly. The result of this study thus shows that contrary to findings in previous research on hybrid organisations, merely changing the structure of the organisation is not sufficient. Instead, learning is key to the development of hybridity and to overcome goal incongruence and conflicts of interest in hybrid organisations. However, this takes time and is likely to be dependent on individuals’ willingness to accept and adapt these new strategies and goals. Research limitations/implications The result of this study is based on one single case study in one specific hybrid context. No empirical generalisation is aspired to. Instead, the aim has been to – through an explorative approach – make an analytical contribution to the knowledge about hybrid organisations. Further studies are thus necessary to deepen the understanding of the hybrid context and the situations under which hybrid organisations operate and develop. Practical implications Based on the result from this study, it seems that an organisation needs to learn how to be a hybrid organisation. There are no isolated structural solutions that can create a hybrid organisation other than in a formal sense. New ways to exploit organisational resources and the hybrid context are necessary to find new and innovative ways of how to use the hybrid context in a way that improves service sector delivery. Originality/value Predominately, research on hybrid organisations has until recently been working with the premise that hybrids are not a breed of its own but a mix of two or several ideal types. Consequently, the result from this type of research has often landed in a conclusion regarding the complexity of combining what often is considered contradictory and conflicting goals. In this paper, a different and novel approach is taken. The paper illustrates how hybrid organisations develop over time, and it suggests that hybridity manifests itself in mindset and processes. The main contribution is an exploration and illustration of how organisational learning may be considered as the missing link between the structural orientation of previous explanations of hybrid organisations and the organisational property of hybridity. Hybridity is the result of exposure to, acceptance of and adaptation to new goals and strategies and expresses itself in “hybrid behaviour”.
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Lancaster, Sue, and Lee Di Milia. "Organisational support for employee learning." European Journal of Training and Development 38, no. 7 (July 29, 2014): 642–57. http://dx.doi.org/10.1108/ejtd-08-2013-0084.

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Purpose – This paper aims to describe the forms of organisational support that employees perceived as helpful to support their learning. This study aims to explore how organisational support is distinct from other kinds of learning support. Design/methodology/approach – This is a qualitative exploratory study utilising a cross-sectional design. Interviews were conducted in a large multi-site Australian organisation with 24 graduates from four leadership development programmes. Findings – The results from this study extend the literature relating to work environment as an important factor in supporting employee learning. We differentiate between the types of support that employees perceived the organisation provided from other types of learning support. The results suggest that for organisations to positively impact employees’ learning, they should pay attention to three key factors: provide high-quality relevant development programmes; ensure that course content is aligned with the organisations strategy and the employees work; and ensure senior management commitment throughout all aspects of the employee development process. Originality/value – This study gives voice to employees’ perceptions of how organisations can support their learning. It also provides rich data that extends the literature through a qualitative study in a field dominated by quantitative studies.
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Barnard, Peter A. "Secondary school structure, organisational learning capacity and learning organisations: a systemic contribution." International Journal of Educational Management 34, no. 8 (May 7, 2020): 1253–64. http://dx.doi.org/10.1108/ijem-01-2020-0037.

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PurposeThe purpose of this paper is to explain the influence of a school's operational structure on organisational learning capacity (OLC), and how this either supports or disables any aspiration as a learning organisation.Design/methodology/approachTwo organisational working models are described, one based on same-age structure and another that uses multi-age organisation. These are systemically examined to test for OLC and subsequent potential to develop as learning organisations.FindingsSchools using same-age organisational structure have restricted feedback mechanisms that inhibit their ability to develop OLC. Schools that have adopted multi-age structures have extensive information feedback mechanisms; consequently, they have a higher OLC and the potential to develop as a quasi learning organisation.Practical implicationsThis paper intervenes at a time when interest in the concepts of OLC, transformative learning, and the idea developing schools as learning organisations is increasing. The danger of this development is to repeat the reformational mistakes of the past by failing to reflect on ingrained organisational assumptions. This paper encourages schools to reflect on their organisational strategy.Originality/valueThis paper fills a gap in the research literature by offering a practical analysis of two organisational systems, to show how structure impacts on OLC and aspirations to develop as a learning organisation.
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Nikula, Rolf E. "Organisational learning within health care organisations." International Journal of Medical Informatics 56, no. 1-3 (December 1999): 61–66. http://dx.doi.org/10.1016/s1386-5056(99)00039-8.

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Campbell, Susanna P. "When Process Matters: The Potential Implications of Organisational Learning for Peacebuilding Success." Journal of Peacebuilding & Development 4, no. 2 (September 2008): 20–32. http://dx.doi.org/10.1080/15423166.2008.278602713606.

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Despite considerable attention given to professionalising methods and analysing best practices, peacebuilding organisations (i.e. any organisation aiming to impact the causes of peace) continue to have difficulty understanding and demonstrating their collective and individual impact. This article argues that this is in part due to the barriers they encounter in organisational learning. To impact the causes of peace, peacebuilding organisations have to learn what works in each conflict context. To improve their chances at learning, peacebuilding organisations have to measure and understand their successes and failures. As a result, this article argues, peacebuilding organisations' learning processes have an important role in determining their capacity to identify and influence the causes of peace in countries emerging from violent conflict.
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Barnard, Peter Alexander. "Developing secondary schools as learning organisations: a systemic contribution." International Journal of Educational Management 36, no. 3 (March 1, 2022): 233–46. http://dx.doi.org/10.1108/ijem-03-2021-0100.

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PurposeThe purpose of this paper is threefold: first, to explain the link between traditional same-age school structure and the impact this has on a school’s capacity for individual and organisational learning; second, to explain why attempts to develop schools as learning organisations (LOs) invariably reify existing structures and practice, and finally, to provide an example of how and why schools that have adopted a multi-age form of organisation, a vertical tutoring (VT) system, have stumbled upon an embryonic form of LO.Design/methodology/approachThis conceptual paper draws on a critical review of the LO literature and its defining characteristics. The paper adopts a multi-disciplinary approach combining autopoiesis and complexity science to explore differences in learning capacity between traditional same-age schools (year or grade-based structure) and schools that have transitioned to multi-age organisation (vertical tutoring system).FindingsThe traditional form of same-age organisational “grammar” used in secondary schools is highly resistant to change, and any attempts at reform that fail to focus on organisation only reify existing systemic behaviour. VT schools change their form of organisation enabling them to create the capacity needed to absorb the unheard voices of participant actors (staff, students, and parents) and promote individual and organisational learning (constituent features of the LO).Originality/valueThis conceptual paper argues that for secondary schools to develop any semblance of an LO, they must abandon the restrictions on learning caused by their same-age form of organisation. The VT system provides the kind of organisational template needed.
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Matlay, Harry. "Organisational learning in small learning organisations: an empirical overview." Education + Training 42, no. 4/5 (June 2000): 202–11. http://dx.doi.org/10.1108/00400910010373642.

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Dissertations / Theses on the topic "Learning organisations"

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Rodríguez-Gómez, David, and Sallán Joaquín Gairín. "Innovation, Organisational Learning and Knowledge Management in Educational Organisations." Pontificia Universidad Católica del Perú, 2015. http://repositorio.pucp.edu.pe/index/handle/123456789/116863.

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Educational organisations call for strategies that allow them to meet the constant and changing demands of their environment. It is not a question of organisations adapting to social change, but of them also being able to anticipate change and to seek out alternatives. It is precisely the development of organisational learning and knowledge management strategies that allows these challenges to be met, providing organisations with tools and processes that allow them to generate new knowledge and capitalise on existing knowledge, thereby improving staff performance and, therefore, the performance of the organisation itself. In this paper, do we examine the development of organisational learning processes in educational institutions, and we also advocate knowledge management as the best strategy for promoting organisational learning and innovation.
Las organizaciones educativas requieren de estrategias que les permitan responder lascontinuas y cambiantes exigencias y necesidades de su entorno. No se trata de que las organizaciones se adapten a los cambios sociales, sino de que también sean capaces de anticiparse a ellos y de buscar alternativas. El desarrollo de estrategias de aprendizaje organizativo y gestión del conocimiento permite, precisamente, afrontar estos desafíos, dotando a las organizaciones de herramientas y procesos que les permitan generar nuevo conocimiento y rentabilizar el conocimiento existente, mejorando así el rendimiento de los trabajadores y, por tanto, de la propia organización. En este artículo revisamos el desarrollo de los procesos de aprendizaje organizativo en lasinstituciones educativas, y defendemos la gestión del conocimiento como la mejorestrategia para promover el aprendizaje organizativo y la innovación.
Organizações  educativas  exigem  estratégias  para  atender  às  demandas  e necessidades de seu ambiente de contínuo e em constante mudança. Não é que as organizações se adaptarem às mudanças sociais, mas também ser capaz de antecipá-los e encontrar alternativas. Desenvolver estratégias para a aprendizagem organizacional e gestão do conhecimento permite justamente atender a esses desafios, as organizações que oferecem ferramentas e processos que lhes permitam gerar novos conhecimentos e capitalizar o conhecimento já existente, melhorando assim o desempenho dos trabalhadores e, assim, da organização. Neste artigo, revisamos o desenvolvimento de processos de aprendizagem organizacional em instituições de ensino, e defender a gestão do conhecimento como a melhor estratégia para promover a aprendizagem organizacional e inovação.
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Lennon, Alexia. "Creating learning organisations : practitioner perspectives /." St. Lucia, Qld, 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17371.pdf.

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Beckett, Ronald C., University of Western Sydney, College of Law and Business, and School of Management. "Learning organisations in high technology industries." THESIS_CB_MAN_Beckett_R.xml, 2001. http://handle.uws.edu.au:8081/1959.7/299.

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This study describes an action research program, primarily within one company pursuing learning organisation concepts. The research was an integral part of the implication process, not involving case studies carried out after the event, or analysis prior to it, but an iterative mixture of both.Both the literature and case studies of various aspects of the operations of an Australian Aerospace company are used to help identify some particular practices that support organisational learning. A range of issues arising from the research are also discussed. A multi-faceted systems model of corporate memory is developed, and possible ways of obtaining leverage from that memory are discussed.The research identifies a number of competencies, processes and practices that need to be in place for organisational learning and knowledge management to be effective. It is suggested that a particular organisation may take many years to establish this portfolio of capabilities to the extent that they become the operating room.
Doctor of Business Administration
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Beckett, Ronald Charles. "Learning organisations in high technology industries /." View thesis View thesis, 2001. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030506.165637/index.html.

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Thesis (D.B.A.) -- University of Western Sydney, Nepean, 2001.
A thesis submitted for the degree of Doctor of Business Adminiistration, University of Western Sydney, Nepean, 2001. Includes bibliographical references.
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Stöger, Eduard A. "Integrating apprenticeship training in learning organisations /." Wien [u.a.] : LIT, 2007. http://www.gbv.de/dms/zbw/529519984.pdf.

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Papantonopoulos, Harry. "Positive emotions and learning in organisations." Thesis, Nottingham Trent University, 2009. http://irep.ntu.ac.uk/id/eprint/9/.

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Davies, Richard J. "Order and diversity: representing and assisting organisational learning in non-government aid organisations." Thesis, Swansea University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.558557.

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The aim of this thesis is to develop a coherent theory of organisational learning which can generate practical means of assisting organisational learning. The thesis develops and applies this theory to one class of organisations known as non-government organisations (NGOs), and more specifically to those NGOs who receive funds from high income countries but who work for the benefit of the poor in low income countries. Of central concern are the processes whereby these NGOs learn from the rural and urban poor with whom they work. The basis of the theory of organisational learning used in this thesis is modem evolutionary theory, and more particularly, evolutionary epistemology. It is argued that this theory provides a means of both representing and assisting organisational learning. Firstly, it provides a simple definition of learning that can be operationalised at multiple scales of analysis: that of individuals, organisations, and populations of organisations. Differences in the forms of organisational learning that do take place can be represented using a number of observable attributes of learning which are derived from an interpretation of evolutionary theory. The same evolutionary theory can also provide useful explanations of processes thus defined and represented. Secondly, an analysis of organisational learning using these observable attributes and background theory also suggest two ways in which organisational learning can be assisted. One is the use of specific methods within NGOs: a type of participatory monitoring. The second is the use of particular interventions by their donors: demands for particular types of information which are indicative of how and where the NGO is learning In addition to these practical implications, it is argued that a specific concern with organisational learning can be related to a wider problematic which should be of concern to Development Studies: one which is described as "the management of diversity". Individual theories, organisations, and larger social structures may not survive in the face of diversity and change. In surviving they may constrain and / or enable other agents, with feedback effects into the scale and forms of diversity possible. The management of diversity can be analysed descriptively and prescriptively, at multiple scales of aggregation.
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Hornby, Diana Scot. "Learning organisations: an exploration of the extent to which early childhood development non-government organisations (NGOS) in the Eastern Cape Province are learning organisations." Thesis, University of Fort Hare, 2008. http://hdl.handle.net/10353/242.

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The first decade of democracy marks a massive transition in the life of South African children. The South African Constitution is perhaps the most assertive affirmation of the rights of children any where in the world. The new Government has highlighted the plight of young children by publishing the first white paper for children under the age of 6 years: Education White Paper (5) on Early Childhood Development (RSA, 2001) as well as other policies to guide an integrated developmental approach to early childhood services. Despite progress, according to Porteus (in Chisholm 2004), the gains have not been strong enough to work against the momentum of inequity facing the nation’s young. Non Government Organisations have played a key role over the past thirty years to establish services that address the developmental needs of disadvantaged young children under the age of 6 years. Their challenge now, is to respond to the changes in a transforming state and provide services that are relevant and appropriate. There has been a ‘realignment’ occurring in the ECD sector where activities have shifted beyond the formal classroom possibilities to pro-child social development. This adjustment is making huge demands on the ECD sector as they grapple with the paradigm shift. The Learning Organisation is a strategy that allows organisations to re-invent themselves and remain relevant. The focus of this study examines five ECD NGO’s in the Eastern Cape Province, to assess the extent to which they meet the characteristics that make a learning organisation, in the current democratic context of South Africa. The research was qualitative in nature and utilizing the case study method and through semi-structured interview schedules and document analysis, the researcher was able to gain insight into the Organisations. The Directors in five organisations formed the core of the research sample. The research findings suggest that although the Directors are grappling with the paradigm shift to an integrated, pro-child social development approach, the human resources within organisations are not being fully mobilised, enhanced and tapped. Practicing a Learning Organisation strategy would assist the ECD NGO’s to re-invent themselves, but the research findings suggest that these characteristics remain under-utilized.
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Pacitti, Bernice Jane. "Organisational learning in R&D organisations : : a study of new product development projects." Thesis, University of Manchester, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.488172.

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Spicer, David Philip. "Mental models, cognitive style, and organisational learning : the development of shared understanding in organisations." Thesis, University of Plymouth, 2000. http://hdl.handle.net/10026.1/363.

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Organisational learning is seen by many to be a key determinant of organisational performance. This is demonstrated by the growth of the 'learning company' concept (Pedler et al. 1991), and by the suggestion that the ability to learn faster than one's competitors is the only sustainable competitive advantage (DeGeus 1988). Consequently, organisations need to integrate and maximise the knowledge and learning of their individuals, and central to the learning process in firms is an effective means of transferring knowledge and learning between individuals and their organisation as a whole. Mental models (individual and shared) have been postulated as a mechanism through which this occurs (Senge 1990a; Kim 1993; Hayes and Allinson 1998). An individual mental model can be characterised as a simplification or representation of understanding of an idea, notion, process or system which provides the cognitive framework in which that individual's knowledge in respect of that issue is stored, whilst shared (group or organisational) mental models can be characterised as the common elements that exist between individual mental models. Both of these have been theoretically linked with individual and organisational learning. Literature in respect of individual and organisational learning, mental models and a third issue cognitive style is reviewed. Cognitive style represents the way individuals obtain, store and operationalise knowledge, and is included here as it is recognised as potentially affecting how learning and mental models interact (Hayes and Allinson 1998). A research model is posited which integrates key theory in respect of these three concepts, and research undertaken in two phases is presented. Phase One focused upon the representation of individual and shared mental models through semi-structured causal interviews with senior mangers in participant organisations, whilst Phase Two involved organisation wide surveys of these models, aspects of learning and cognitive style. Results obtained suggest that the complexities of an organisation, its environment, learning and mental models all mitigate against the identification of a simple relationship between these constructs. However some of the sources of these complexities are identified and suggested, and it is posited that the progression of work addressing organisational learning would best be served through a case study approach addressing the sources of complexity and effectiveness of learning in relation to specific mental models and within organisations.
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Books on the topic "Learning organisations"

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Elsdon, Konrad Theodore. Adult learning in voluntary organisations. (Nottingham): Department of Adult Education, University of Nottingham, 1991.

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Dartington, Tim. Management learning and voluntary organisations. [London]: National Council for Voluntary Organisations, 1989.

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Taylor, Brian. Learning organisations: Concepts to reality. Birmingham: University of Central England in Birmingham, 2000.

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O'Grady, Tara Elisabeth. Learning organisations: A thirst for learning at Guinness. Dublin: University College Dublin, 1997.

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Harrow, Jenny. Modelling risk in public services organisations: Managers, organisational learning and organisational forgetting. York: ESRC Risk & Human Behaviour Programme, 1995.

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Elsdon, Konrad Theodore. Voluntary organisations: Citizenship, learning and change. Leicester: NIACE, 1995.

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Garavan, Thomas N., Fergal O’Brien, James Duggan, Claire Gubbins, Yanqing Lai, Ronan Carbery, Sinead Heneghan, Ronnie Lannon, Maura Sheehan, and Kirsteen Grant. Learning and Development Effectiveness in Organisations. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48900-7.

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Knowledge orientation of organisations. Aldershot, Hants, England: Ashgate, 2004.

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Transforming the dinosaurs: How organisations learn. London: Demos, 1993.

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1968-, Gallagher Kevin, ed. People in organisations: An active learning approach. Malden, Mass: Blackwell Business, 1999.

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Book chapters on the topic "Learning organisations"

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Beckford, John. "Learning Organisations." In Quality Management, 227–35. 5th ed. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003018261-22.

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Thompson, Paul, and David McHugh. "Learning and Change." In Work Organisations, 290–306. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-08842-0_20.

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Thompson, Paul, and David McHugh. "Learning, Change and Innovation." In Work Organisations, 240–59. London: Macmillan Education UK, 2002. http://dx.doi.org/10.1007/978-1-4039-0765-3_16.

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Dawson, Sandra. "Managing Change: Implementation, Learning and Creativity." In Analysing Organisations, 209–40. London: Macmillan Education UK, 1992. http://dx.doi.org/10.1007/978-1-349-22061-8_9.

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Dawson, Sandra. "Managing Change: Implementation, Learning and Creativity." In Analysing Organisations, 232–63. London: Macmillan Education UK, 1996. http://dx.doi.org/10.1007/978-1-349-24846-9_10.

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Chiva, Ricardo. "Organisational Learning." In Change and Development in Organisations, 36–49. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003152996-5.

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Plompen, Martine. "Organisations Profiled (Case Studies)." In Innovative Corporate Learning, 101–60. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230288799_21.

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Hopkins, Bryan. "Reflecting on learning about learning." In Learning Strategies for Sustainable Organisations, 268–71. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003218296-12.

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Laroche, Hervé, and Florence Reuzeau. "Learning from the Military." In Managing Future Challenges for Safety, 25–31. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-07805-7_3.

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AbstractMoving from the military to civilian organisations, this chapter discusses the key points of Gérard de Boisboissel’s contribution about the impact of autonomous systems on safety issues. We comment on these points from two angles: (1) human–system interaction and (2) organisational reliability. Stressing differences in context and in resulting implications, we strongly recommend that the upcoming invasion of work organisations by autonomous systems should be viewed (also) through the lens of the social sciences.
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Jackson, David. "Learning about Dynamic Organisations." In Becoming Dynamic, 39–61. London: Palgrave Macmillan UK, 2000. http://dx.doi.org/10.1057/9780230376502_3.

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Conference papers on the topic "Learning organisations"

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Lenart-Gansiniec, Regina, and Łukasz Sułkowski. "CROWDSOURCING - A NEW PARADIGM OF ORGANISATIONAL LEARNING OF PUBLIC ORGANISATIONS." In NORDSCI Conference Proceedings. Saima Consult Ltd, 2018. http://dx.doi.org/10.32008/nordsci2018/b1/v1/55.

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Crowdsourcing is one of the new themes that has appeared in the last decade. It is perceived as an innovative method that can be used for problem solving, improving business processes, creating open innovations, building a competitive advantage, and increasing transparency and openness of the organisation. The importance of crowdsourcing for organisational learning is seen as one of the key themes in the latest literature in the field of crowdsourcing. This article is a response to the recommendations in the subject literature, which states that crowdsourcing in public organisations is a new and exciting research area. The aim of the article is to present a new paradigm that combines crowdsourcing levels with the levels of learning. This article presents a cross-sectional study of four Polish municipal offices that use four types of crowdsourcing, according to the division by J. Howe. Semi-structured interviews were conducted with the management personnel of those municipal offices. The research results show that crowdsourcing is a new and rapidly developing organisational learning paradigm.
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Domnik, Jan, and Alexander Holland. "On Data Leakage Prevention And Machine Learning." In Digital Restructuring and Human (Re)action. University of Maribor Press, 2022. http://dx.doi.org/10.18690/um.fov.4.2022.45.

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An analyst in the field of Data Leakage Prevention (DLP) usually inspects suspicious file transfers which are called events. First of all, the data in question is classified. Then, the context of the transfer is determined. After this, the analyst decides whether the transfer was legitimate or not. This process is widely known as triage. It is monotonous, costly and resourceintensive. Therefore the following question arises; could modern DLP-Software utilize machine learning algorithms in order to automate the triage process? Further, this begs the question, which structural and organisational processes are necessary inside an organisation to automate that process. In this case, it could significantly enhance the quality of DLP practices and take work from the much needed human resources in the field of IT security. Further, DLP systems (today usually used in bigger organisations) could become more attractive and more specifically affordable for small- and medium-sized organisations.
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Ali, Irena, Leoni Warne, Derek Bopping, Dennis Hart, and Celina Pascoe. "Organisational Paradigms and Network Centric Organisations." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2842.

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Many organizations grapple with uncertainty and vagaries of economic and political climate. A number of companies attained dramatic competitive advantages in their fields by creating comprehensive, complex communication and information networks. These companies, facilitated by the increasing efficiencies and speed of information technology, remained flexible and adaptable to change by working in a network centric way. Much of the network centric (NC) related work done to date has been mainly in the technological domain. This paper focuses on the human and organizational factors that need to be considered to make the most of the future network centric warfare (NCW) and enable future warfighters to deal with war, peace, terrorism and overall uncertainty. Particular focus is placed on the issues that individuals and groups face in the NC environment. Such issues include: organizational culture, cognitive demands, and knowledge mobilization and learning.
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Lenart gansiniec, Regina. "CROWDSOURCING - A NEW PARADIGM OF ORGANISATIONAL LEARNING OF PUBLIC ORGANISATIONS." In NORDSCI International Conference Proceedings. SAIMA Consult Ltd, 2018. http://dx.doi.org/10.32008/nordsci2018/b1/v1/47.

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Lenart-Gansiniec, Regina. "CROWDSOURCING - A NEW PARADIGM OF ORGANISATIONAL LEARNING OF PUBLIC ORGANISATIONS." In LIVEABLE CITIES – FOUR EXAMPLES OF THE URBAN REGENERATION. SAIMA CONSULT LTD, 2018. http://dx.doi.org/10.32008/nordsci2018/b12/v1/15.

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Thorneycroft, Sarah. "Maybe It's Us: Imagining Organisational Learning Design." In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0123.

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Higher education is in crisis mode, and as organisations we need to find new ways to exist. The traditional entities tasked with change in the sector have had limited impact, however, and it may be time to explore new catalysts for organisational change. This short narrative paper describes one such potential catalyst, the concept of organisational learning design – a new practice domain that harnesses the capabilities and affordances of learning design and evolves them beyond technology into organisational learning and organisational culture practices to create a high-leverage change agent.
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Economou, Daphne, Vassiliki Bouki, Thanos Kounenis, Markos Mentzelopoulos, and Nektarios Georgalas. "Treasure hunt pervasive games in cultural organisations." In 2015 International Conference on Interactive Mobile Communication Technologies and Learning (IMCL). IEEE, 2015. http://dx.doi.org/10.1109/imctl.2015.7359621.

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Robertson, Alex. "Predicting Project Outcomes with the Association of Project Management." In ADIPEC. SPE, 2022. http://dx.doi.org/10.2118/210795-ms.

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Abstract Project professionals place great value in accurately predicting project outcomes. Itis therefore unsurprising that there has been a rapid acceptance of a new suite of tools promising to forecastproject outcomes better than ever before. Within a few years the use of project data analytics has become widespread throughout project delivery organisations; they have become the norm. Most closely associated with dashboards,project data analytics is transforming projects’ ability to see problems sooner and act quicker. Project data analytics however has not yet been ‘professionalised’. No single organisation has yet solved how to holistically get the very best out of analytics to deliver more predictable projects, but many are trying across multiple industries. Some organisations have great solutions and ideas, but itis not yet encoded in how the profession delivers. Petrofac as part of the Project Data Analytics Task Force [1&2], a cross industry working group, have collaborated with the Association of Project Management (APM) [3] to publish a ground-breaking guide[4] designed to help project delivery organisations get started in project data analytics. In addition, a five step framework*is offered which is designed for project delivery organisations who are further long their journey with analytics. This framework recommends the steps organisations can take to improve their project predictability from basic systems, through to dashboards and onto machine learning and artificial intelligence. It also references the capabilities organisations need to consider forthe benefits to become embedded. The paper explores how superior project performance is best achieved when project data analytics is blended with the insights and actions our people bring to delivering projects; to improve resultsthis blend of data and people is noted as being essential. The paper highlights this as the most significant factor as to why data analytics programmesmay not bring the value organisations expect and why step 4 (automated performance) of the model is seen as the pivot to success. On realisation of step 5 (intelligent performance), an organisation would be expected to have embraced the market leading approaches to maximising project performance and be well placed to achieve market leading returns on investment and margin. The paper advocates that organisations should: Adopt a 3-click rule to project informationSend the right action, to the right person, at the right timeBlend human and data insights by quantifying perceptions and makinginsights actionableAutomate Project Data Analytics into the working rhythm of project delivery This paper is deliberately aimed at the project professional and not the data science community. It simplifiesthe typical technical jargon around analytics and provides a wide variety of examples, tips and graphics that the project professional can easily relate to.
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Nielsen, S. H., L. A. von Hellens, A. Greenhill, P. Halloran, and R. Pringle. "IT degree studies and skills development for learning organisations." In the 1999 ACM SIGCPR conference. New York, New York, USA: ACM Press, 1999. http://dx.doi.org/10.1145/299513.299702.

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Toko, Guy, and Kagisho Losaba. "Improving Information Privacy and Security: Strengthening Digital Literacy in Organisations." In 2nd International Conference on Deep Learning Theory and Applications. SCITEPRESS - Science and Technology Publications, 2021. http://dx.doi.org/10.5220/0010534501170122.

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Reports on the topic "Learning organisations"

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Howard, Jo, Evert-jan Quak, and Jim Woodhill. A Practical Approach for Supporting Learning in Development Organisations. Institute of Development Studies, September 2022. http://dx.doi.org/10.19088/k4d.2022.120.

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The Knowledge, Evidence and Learning for Development (K4D) Programme, which started in 2016, comes to an end in September 2022. K4D is a programme funded by and for the UK Government’s Foreign, Commonwealth and Development Office (initially with the Department for International Development, DFID, which was merged with the FCO in 2020). To reflect on the processes and approaches of learning that K4D enabled over the years, a special Working Paper series will be published. One important pillar of the programme was to facilitate learning processes through learning journeys. A total of 33 learning journeys took place during K4D. This summary looks back at the K4D concept, the learning journeys, the learning processes it supported, and the outcomes enabled. The paper finds that there is evidence that K4D learning journeys have helped enable sound, informed decision-making through collective understanding of issues and options, and through internal consensus on directions. Effective learning spaces were created and the methods used (including online tools for participation) were able to capture and share internal learning, foster internal connections, present external evidence and bring in other perspectives. However, success in enabling external alliances for decisions and change was more constrained, since most learning journeys engaged only in limited ways with external organisations. Further challenges were encountered when staff were redeployed to respond to political (Brexit) or international development (COVID-19, Ukraine) priorities.
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Howard, Jo, Evert-jan Quak, and Jim Woodhill. Lessons Learned From K4D Learning Journeys: A Practical Approach for Supporting Learning in Development Organisations. Institute of Development Studies, November 2022. http://dx.doi.org/10.19088/k4d.2022.166.

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The Knowledge, Evidence and Learning for Development (K4D) Programme, which started in 2016, came to an end in September 2022. This K4D working paper reflects on the learning processes and approaches facilitated by this programme, through ‘learning journeys’ conducted in collaboration with staff of the Foreign Commonwealth and Development Office (FCDO) in the United Kingdom. A total of 45 learning journeys took place, of which 33 have been assessed for this working paper. Through this assessment, we test our proposed Theory of Change for organisational learning (OL) in the context of international development agencies.
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Arif, Sirojuddin, Risa Wardatun Nihayah, Niken Rarasati, Shintia Revina, and Syaikhu Usman. Of Power and Learning: DistrictHeads, Bureaucracy, and EducationPolicies in Indonesia’s Decentralised Political System. Research on Improving Systems of Education (RISE), September 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/111.

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This paper examines the politics of education policies in a decentralised political system. Under what conditions does decentralisation promote learning-enhancing policies? Despite the numerous works that have been written on decentralisation and education, little is known about how politics influenced local education policies. To address this problem, this paper looks at the linkages between local politics, bureaucratic capacity, and the development of learning-enhancing policies in Indonesia’s decentralised political system. More specifically, it assesses how regional variation in the discretionary power of district heads over employment decisions in the state bureaucracy explains the variation in local education policies in four districts in Indonesia. The primary data were collected through in-depth interviews with political leaders, bureaucrats, district education councils, school principals, teachers, teacher organisations, parents, non-government and community-based organisations, journalists, academicians, and other relevant informants. Using Mill’s method of difference, the comparative analysis presented in this paper demonstrates that institutional constraints on the discretionary power of the district head over employment decisions in the state bureaucracy do matter for the development of learning-enhancing policies. Such constraints can pave the way for the development of the bureaucratic capacity required for governments to pursue learning-enhancing policies. Absent constraints on the discretionary power of district heads over employment decisions in the state bureaucracy, the extent to which districts implement learning-enhancing policies will depend on district heads’ commitment to student learning.
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Freed, Danielle. K4D’s Tax and Gender Learning Journey Boosting Social Reform in Pakistan. Institute of Development Studies, September 2022. http://dx.doi.org/10.19088/k4d.2022.163.

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As a means to reduce discrimination and promote the economic empowerment of women, there is a growing understanding that tax policy, tax administration and tax research need to be gender transformative. Recognising this need, the Foreign, Commonwealth and Development Office (FCDO) is reshaping and building its approach to tax and gender programming. K4D’s Tax and Gender Learning Journey brought together tax and gender teams to identify other tax and gender stakeholders and collaboratively craft a future approach to tax and gender for FCDO and partners. Initial exploration of the early impact from activities that have taken place amongst partner organisations in Pakistan suggests K4D’s inputs have the potential to bolster intended social reforms across the country’s revenue and other government departments.
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Hwa, Yue-Yi, and Lant Pritchett. Teacher Careers in Education Systems That Are Coherent for Learning: Choose and Curate Toward Commitment to Capable and Committed Teachers (5Cs). Research on Improving Systems of Education (RISE), December 2021. http://dx.doi.org/10.35489/bsg-rise-misc_2021/02.

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How can education authorities and organisations develop empowered, highly respected, strongly performance-normed, contextually embedded teaching professionals who cultivate student learning? This challenge is particularly acute in many low- and middle-income education systems that have successfully expanded school enrolment but struggle to help children master even the basics of reading, writing, and arithmetic. In this primer, we synthesise research from a wide range of academic disciplines and country contexts, and we propose a set of principles for guiding the journey toward an empowered, effective teaching profession. We call these principles the 5Cs: choose and curate toward commitment to capable and committed teachers. These principles are rooted in the fact that teachers and their career structures are embedded in multi-level, multi-component systems that interact in complex ways. We also outline five premises for practice, each highlighting an area in which education authorities and organisations can change the typical status quo approach in order to apply the 5Cs and realise the vision of empowered teaching profession.
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Millican, Juliet. Civil Society Learning Journey Briefing Note 3: Methods for Supporting or Countering Informal Social Movements. Institute of Development Studies, October 2022. http://dx.doi.org/10.19088/k4d.2022.153.

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In 2018 key concerns included shrinking civic space and the impact of this on democracy. Developments between the two periods, particularly the COVID-19 pandemic, the Black Lives Matter and decolonisation movements, have only increased emphasis on commitments made as part of the Grand Bargain to localise and decolonise. This invariably means working more frequently with local partners and civil society organisations in the delivery of international aid to advance Open Society and Human Rights agendas. These three briefing notes summarise key considerations emerging from the ‘Working with Civil Society’ Learning Journey facilitated for the Foreign, Commonwealth and Development Office (FCDO) as part of the Knowledge, Evidence and Learning for Development (K4D) Programme.
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Millican, Juliet. Civil Society Learning Journey Briefing Note 2: Evaluating Efficacy When Funding CSOs Promoting Democracy and Open Societies. Institute of Development Studies, October 2022. http://dx.doi.org/10.19088/k4d.2022.152.

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In 2018 key concerns included shrinking civic space and the impact of this on democracy. Developments between the two periods, particularly the COVID-19 pandemic, the Black Lives Matter and decolonisation movements, have only increased emphasis on commitments made as part of the Grand Bargain to localise and decolonise. This invariably means working more frequently with local partners and civil society organisations in the delivery of international aid to advance Open Society and Human Rights agendas. These three briefing notes summarise key considerations emerging from the ‘Working with Civil Society’ Learning Journey facilitated for the Foreign, Commonwealth and Development Office (FCDO) as part of the Knowledge, Evidence and Learning for Development (K4D) Programme.
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Millican, Juliet. Civil Society Learning Journey Briefing Note 1: What are the Strengths and Weaknesses of INGOs Delivering Development Outcomes? Institute of Development Studies, October 2022. http://dx.doi.org/10.19088/k4d.2022.151.

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In 2018 key concerns included shrinking civic space and the impact of this on democracy. Developments between the two periods, particularly the COVID-19 pandemic, the Black Lives Matter and decolonisation movements, have only increased emphasis on commitments made as part of the Grand Bargain to localise and decolonise. This invariably means working more frequently with local partners and civil society organisations in the delivery of international aid to advance Open Society and Human Rights agendas. These three briefing notes summarise key considerations emerging from the ‘Working with Civil Society’ Learning Journey facilitated for the Foreign, Commonwealth and Development Office (FCDO) as part of the Knowledge, Evidence and Learning for Development (K4D) Programme.
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Samji, Salimah, and Mansi Kapoor. Funda Wande through the Lens of PDIA: Showcasing a Flexible and Iterative Learning Approach to Improving Educational Outcomes. Research on Improving Systems of Education (RISE), January 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/036.

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Funda Wande has adopted a ‘learning by doing’ strategy that is similar to the Problem Driven Iterative Adaptation (PDIA) approach to solving complex problems. PDIA is a high-impact process of innovation that helps organisations develop the capability to solve complex problems while they are solving such problems. It is a step-by-step framework that helps break down problems into their root causes, identify entry points, search for possible solutions, take action, reflect upon what is learned, adapt, and then act again. Its dynamic process and tight feedback loops enable teams to find and fit solutions to the local context. This case provides a narrative of the Funda Wande story with boxes illustrating how PDIA principles and tools like problem construction, deconstruction, entry point analysis, iteration, and building authorisation would have been applied in practice. The sources of this case include a literature review of education in South Africa, related research documents, and conversations with staff at Funda Wande.
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Coultas, Mimi, Ruhil Iyer, and Jamie Myers. Handwashing Compendium for Low Resource Settings: A Living Document, Edition 3. Institute of Development Studies (IDS), October 2020. http://dx.doi.org/10.19088/slh.2020.001.

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Frequent and proper handwashing with soap is vital to prevent the spread of COVID-19. In response, the Sanitation Learning Hub at the Institute of Development Studies has developed this Handwashing Compendium for Low Resource Settings. Bringing existing information from different organisations into one place, the compendium provides guidance, local examples of and further resources on accessible low-cost handwashing facilities, environmental cues and physically distanced hygiene promotion. The compendium is a living document which will be updated regularly as learning emerges. It has been developed and disseminated quickly so immediate, relevant and timely actions can be taken. Please share feedback and contributions via email (SLH@ids.ac.uk) or Twitter (@SanLearningHub). For those with limited internet access, individual sections of the compendium can also be sent upon request.
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